O Método dos Elementos Finitos Generalizados (MEFG) propõe, basicamente, uma ampliação no espaço de aproximação do Método dos Elementos Finitos (MEF) convencional por meio de funções de enriquecimento que representem bem comportamentos locais da solução do problema. Ele tem se apresentado como uma alternativa eficaz para a obtenção de soluções numéricas com boa precisão para problemas nos quais o MEF convencional requer custo computacional bastante elevado. Em relação ao controle sobre a precisão da resposta numérica obtida, o estudo e análise de erros de discretização, assim como a implementação de estratégias adaptativas, são temas que já foram amplamente abordados para o MEF e recentemente vêm sendo explorados no contexto do MEFG e suas versões estáveis. Neste trabalho, trata-se do tema de adaptatividade para o MEFG, objetivando melhor avaliar a precisão das soluções encontradas assim como garantir que elas atendam a limitações pré-especificadas para medidas dos erros. Em primeiro lugar, avalia-se a utilização de um estimador de erro a posteriori, recentemente proposto, como indicador de regiões onde a adaptatividade h ou p possa ser aplicada. Com o indicador adotado, estende-se para o MEFG estratégias h-adaptativas comumente utilizadas para o MEF, realizadas a partir de sucessivas gerações da malha. Além disso, explora-se neste trabalho uma técnica de agrupamento de partições da unidade, específica do MEFG, para tratar problemas de malhas irregulares e possibilitar análises h-adaptativas realizadas sobre sub-regiões do domínio do problema. Já no que se refere às análises p-adaptativas, a estratégia consiste em definir regiões de interesse para ativar o enriquecimento polinomial da solução aproximada. Exemplos numéricos ilustram a efetividade de todas as análises adaptativas implementadas, propostas para o MEFG e suas versões estáveis, as quais proporcionam respostas que atendem a limites de tolerância previamente estabelecidos. / The Generalized Finite Element Method (GFEM) proposes the generation of numerical approximations that belong to an space obtained by augmenting low-order standard finite element approximation spaces by enrichment functions that well represent local behaviours of the problem solution. The method has become an efficient alternative to obtain solutions with good accuracy for problems in which the standard Finite Element Method (FEM) would require excessively high computational cost. Regarding the control over the numerical solutions\' accuracy, discretization error analysis and study, as well as the implementation of adaptive strategies, are subjects largely studied for the FEM and they are recently being exploited in the GFEM and its stable versions context. In this work, adaptivity for the GFEM is addressed, looking for better evaluate the solutions\' accuracy and ensure that they meet users\' pre-specified limits for error measures. Firstly, the use of a recently proposed a posteriori error estimator as an indicator of the regions where h- or p-adaptivity can be performed is evaluated. With this chosen indicator, h-adaptive strategies commonly used for the FEM are extended to the GFEM by performing successive remeshings. Moreover, a partition of unity clustering technique is also exploited in order to treat nonmatching meshes and to enable h-adaptive analysis to be performed over some pre-defined domain subregions. Regarding the p-adaptive analysis, the basic strategy consists of defining some regions over which it will be set polynomial enrichments for the approximate solution using a particular GFEM stable version. Numerical examples show the effectiveness of all performed adaptive analysis, proposed for conventional and stable GFEMs. All implementations provide responses that can meet the users\' pre-specified tolerance.

Esta tese tem por objetivos apresentar a edição criteriosa de manuscritos brasileiros seiscentistas; mostrar tendências gramaticais do português do século XVII, com base nesses manuscritos e em impressos coetâneos; analisar a retenção gráfica desses textos, muito mais próxima da escrita fonética do que da etimológica e, ainda, analisar o uso freqüente das conjunções coordenativas. A preocupação com o estado da língua portuguesa no século XVII justifica-se pela pouca quantidade de estudos voltados especificamente a esse período, através de fontes primárias, e por ser este um período em que a escrita, baseada de modo geral nos textos literários, é considerada pelos lingüistas de modo geral como pseudo-etimológica, contrariando fatos apresentados nas cartas e textos notariais seiscentistas. Os passos seguidos para a análise partiram da edição criteriosa de manuscritos seiscentistas brasileiros, da comparação com impressos e com gramáticas e tratados de ortografia de mesma época e do confronto com o que dizem os atuais especialistas em lingüística diacrônica. Os resultados obtidos permitemnos afirmar que a ortografia portuguesa do século XVII e o uso dos nexos de coordenação apresentam fortes características do português medieval, contrariando o que se pregava na época, em função da revolução filosófica desencadeada pelo Renascimento. Tal conclusão, a nosso ver, deve-se, especialmente, ao fato de a educação em Portugal, e conseqüentemente no Brasil, estar nas mãos da Companhia de Jesus, defensora da filosofia escolástica e opositora, portanto, ao pensamento racional e cartesiano dos países reformados, o que manteve Portugal afastado das grandes correntes filosóficas do século em questão. / The purpose of this thesis is to present a discerning edition of seventeenth Brazilian manuscripts; to demonstrate grammatical trends of Portuguese from the Seventeenth Century, based on these manuscripts and on coetaneous printed versions; to analyze the graphical retention of these texts, much more near to the phonetic writing than to the etymological one, and, also, to analyze the frequent use of the coordinative conjunctions in those texts. The concern with the Portuguese language condition in the Seventeenth Century is justified by the little quantity of studies specifically focused on that period, through primary sources, and because that is a period in which the writing, usually based upon literary texts, is considered by almost all linguists as pseudo-etymological, contesting facts presented in letters and in seventeenth century notarial texts.The steps followed for the analysis arose from the discerning edition of seventeenth Brazilian manuscripts, the comparison with printed versions and with grammar books and treaties on orthography from the same period and from the parallel with what the specialists on diachronic linguistic say. The obtained results allow us to affirm that the Portuguese orthography from the Seventeenth Century and the use of the coordination nexus present strong characteristics of medieval Portuguese, opposing to what was preached in that period, on account of the philosophical revolution broken out by the Renascence. Such conclusion, in our point of view, is specially due to the fact that the Education in Portugal, and consequently in Brazil, in the hands of \"Companhia de Jesus\", defensor of the scholastic philosophy and, therefore, opponent of the Rational and Cartesian thought of the reformed countries, what kept Portugal away from the great philosophical chains of the century under discussion.

For decades now, musicians have been using crossover to expand their career and earn more knowledge about the music industry. Soprano Sarah Brightman and duo 2 Cellos are classically trained musicians who implemented crossover into their career and used their classical training as guidance of become successful. Musicians who restrict themselves only to classical music may approach danger regarding a career and livelihood, which includes audience interest, employability and financial instability. In this study the term “crossover” refers to classical artists’ who use their skills to perform other genres. Crossover gives artists the chance to appeal to larger audiences and extend their repertoire of music while using techniques used in classical works. Classical musicians such as Sarah Brightman and 2 Cellos are being forced to cross musical genres because of employability, declining audience interest in classical music and financial instability. Within this research I am going to compare and analyze the crossover of one classical vocalist, Sarah Brightman, and a classical instrumentalist group named 2 Cellos. My research will focus on the following three questions: Research Question #1 What are the critical factors for successful crossover for classical musicians to pop? Research Question #2 What crossover processes did Sarah Brightman and 2 Cello’s employ to transition from classical to pop music? Research Question #3 Was Sarah Brightman’s and 2 Cellos crossover to pop music successful according to the definition and parameters of success? This paper ends with a conclusion highlighting my findings, which summarizes the major points of this research and provide ideas for further research on the concept of crossover. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

Esta tese tem por objetivos apresentar a edição criteriosa de manuscritos brasileiros seiscentistas; mostrar tendências gramaticais do português do século XVII, com base nesses manuscritos e em impressos coetâneos; analisar a retenção gráfica desses textos, muito mais próxima da escrita fonética do que da etimológica e, ainda, analisar o uso freqüente das conjunções coordenativas. A preocupação com o estado da língua portuguesa no século XVII justifica-se pela pouca quantidade de estudos voltados especificamente a esse período, através de fontes primárias, e por ser este um período em que a escrita, baseada de modo geral nos textos literários, é considerada pelos lingüistas de modo geral como pseudo-etimológica, contrariando fatos apresentados nas cartas e textos notariais seiscentistas. Os passos seguidos para a análise partiram da edição criteriosa de manuscritos seiscentistas brasileiros, da comparação com impressos e com gramáticas e tratados de ortografia de mesma época e do confronto com o que dizem os atuais especialistas em lingüística diacrônica. Os resultados obtidos permitemnos afirmar que a ortografia portuguesa do século XVII e o uso dos nexos de coordenação apresentam fortes características do português medieval, contrariando o que se pregava na época, em função da revolução filosófica desencadeada pelo Renascimento. Tal conclusão, a nosso ver, deve-se, especialmente, ao fato de a educação em Portugal, e conseqüentemente no Brasil, estar nas mãos da Companhia de Jesus, defensora da filosofia escolástica e opositora, portanto, ao pensamento racional e cartesiano dos países reformados, o que manteve Portugal afastado das grandes correntes filosóficas do século em questão. / The purpose of this thesis is to present a discerning edition of seventeenth Brazilian manuscripts; to demonstrate grammatical trends of Portuguese from the Seventeenth Century, based on these manuscripts and on coetaneous printed versions; to analyze the graphical retention of these texts, much more near to the phonetic writing than to the etymological one, and, also, to analyze the frequent use of the coordinative conjunctions in those texts. The concern with the Portuguese language condition in the Seventeenth Century is justified by the little quantity of studies specifically focused on that period, through primary sources, and because that is a period in which the writing, usually based upon literary texts, is considered by almost all linguists as pseudo-etymological, contesting facts presented in letters and in seventeenth century notarial texts.The steps followed for the analysis arose from the discerning edition of seventeenth Brazilian manuscripts, the comparison with printed versions and with grammar books and treaties on orthography from the same period and from the parallel with what the specialists on diachronic linguistic say. The obtained results allow us to affirm that the Portuguese orthography from the Seventeenth Century and the use of the coordination nexus present strong characteristics of medieval Portuguese, opposing to what was preached in that period, on account of the philosophical revolution broken out by the Renascence. Such conclusion, in our point of view, is specially due to the fact that the Education in Portugal, and consequently in Brazil, in the hands of \"Companhia de Jesus\", defensor of the scholastic philosophy and, therefore, opponent of the Rational and Cartesian thought of the reformed countries, what kept Portugal away from the great philosophical chains of the century under discussion.

Inger Edelfeldt (1956) and Bengt Martin (1933-2010) are two Swedish writers of different generations. Both of them did, between the years 1968 to 1983, write about adolescent men coming to terms with their homosexuality. Edelfeldt wrote two versions of the same story, with slight but significant differences, the main being different implied readers (adult versus adolescent). Bengt Martin wrote about three young homosexual characters: Joakim, Bengt and Bengt. The story about Joakim is presented as fiction but bears many resemblances with Martin’s autobiography. The story about Bengt, the only one of these stories meant for an adolescent implied reader, is seemingly presented as autobiographical but bears only slight resemblances to the Bengt brought forth in the autobiography Jag ångrar ingenting (“I don’t regret anything”). My purpose is to analyze how and why Edelfeldt and Martin re-wrote these stories. In what ways do the rewritings change the story about how it is to be young and homosexual? My result shows that a story about homosexuality differs due to the time it was written and that Martin and Edelfeldt wrote about this subject in a transit period between the focus on societal discrimination and the need to show a possible happy life. The wish to show society that homosexual individuals are unfairly treated conflicts with the need to give hope to young homosexual people. The word young is important in this context, as the adolescent implied reader (in Bengt Martin’s youth books about Bengt and the second version of Edelfeldt’s novel) makes the story more hopeful and less problematized. The analyzed books show the importance of seeing sexual identity as a construction. Martin and Edelfeldt are products of their time and society, but also actors in the re-shaping of homosexual identity.

Abstract The main purpose of this study is to investigate, through the ¡§Series¡¨ unit in the first volume of high school mathematics, the impact of the updated-version textbooks on the learning effectiveness of students so as to provide references to be used by future revisers of teaching materials. The research subjects were drawn from Kaohsiung City high schools. Three schools were selected (two public and one private). These three high schools, from the 1999 academic year, began to use mathematics textbooks of three different versions, one to each school. A first-year class and a second-year class were drawn from each school, and there were six classes in total. In total there were 237 students receiving the experimentation. The students from the same school, no matter they were first-year or second-year, had been taught by the same teacher in respect of the unit that was included in the study. Among the three schools, School ¥Ò®Õ admitted for the 1998 and 1999 school years new students with scores higher than 580 on the joint entrance examination, School ¤A®Õadmitted for the 1998 and 1999 school years new students with scores from 530 to 580 on the joint entrance examination, and School ¤þ®Õadmitted for the 1998 and 1999 school years new students with scores lower than 530 on the joint entrance examination. The three new versions used in the study were published by Nan-I Book Store, Ta Tung Information Enterprise, Co., Ltd., and Han Lin Publisher respectively. They are high school mathematics textbooks examined and approved by the Ministry of Education (excluding Teacher¡¦s Manual, supplementary materials, journals, reference books, etc). The outdated version was published by National Bureau of Editing and Translation. Mathematics Test written by the researcher was used as the testing tool, and the t-test method was adopted. Moreover, because the variances of the file data collected from a school fluctuated tremendously and the sample space was unequal, a single-factor ANOVA analysis was conducted to indicate whether there existed a significant difference between classes in terms of their learning achievement. The ¡§Questionnaire on Mathematics Opinions¡¨ was administered and the results were represented by ¡¥5¡¦, ¡¥4¡¦, ¡¥3¡¦, ¡¥2¡¦, ¡¥1¡¦, which indicated their scores. An ANOVA analysis was conducted to investigate the differences in students¡¦ learning attitude. After synthesizing the analytical results of this study, the author has come up with the following conclusions: ¤@¡BIt is known from t-test and ANOVA analysis: in School ¥Ò®Õ, there existed a significant difference between the first-year and the second-year students in respect of their learning effectiveness; in School ¤A®Õ, there existed no significant difference between the first-year and the second-year students in respect of their learning effectiveness; in School ¤þ®Õ, there existed no significant difference between the first-year and the second-year students in respect of their learning effectiveness. ¤G¡BAccording to the correct percentage of each question made by students and the error pattern, the test questions were classified into three types: concept, calculation, and comprehensive application (including questions that integrated comprehension, analysis, and application abilities). It was found from the classification of questions that: (1) Textbooks have no impact on both the well-established (School ¥Ò®Õ) and the weak (School ¤þ®Õ) students in respect of the effectiveness of learning concept questions. There is no difference between the outdated and the updated-version textbooks. However, as far as the students with ordinary achievement (School ¤A®Õ) are concerned, the updated-version textbooks have a significant impact on learning effectiveness. (2) Textbooks have an impact on both the well-established (School ¥Ò®Õ) and the weak (School¤þ®Õ) students in respect of the effectiveness of learning calculation questions, and the first-year students have benefited more from the updated-version textbooks than have their second-year counterparts in terms of the effectiveness in learning calculation questions. However, as far as the students with ordinary achievement (School ¤A®Õ) are concerned, the updated-version textbooks have a significant impact on the effectiveness of their learning to reduce cycle fractions, but have no significant impact on their learning other calculation questions. (3) Textbooks have an impact on the effectiveness of learning comprehensive application questions, as far as both the well-established (School¥Ò®Õ ) and the students with ordinary achievement (School¤A®Õ) are concerned. Moreover, the first-year students have benefited less from the updated-version textbooks than have their second-year counterparts in terms of the effectiveness in learning comprehensive application questions. However, as far as the weak students (School¤þ®Õ) are concerned, the updated-version textbooks have a significant impact on the effectiveness of their learning comprehensive application questions. In particular, the updated-version textbooks have an especially significant impact on the effectiveness in learning the comprehensive application questions of regression principle. ¤T¡BFrom investigating the difference between attitude toward and effectiveness in learning mathematics as far as different groups are concerned, it has been found: There existed a significant difference between learning attitude and learning effectiveness as far as the first-year and the second-year students of School ¥Ò®Õ are concerned. There existed no significant difference between learning attitude and learning effectiveness as far as the first-year students of School ¤A®Õare concerned. There existed a significant difference between learning attitude and learning effectiveness as far as the second-year students of School ¤þ®Õ are concerned. There existed no significant difference between learning attitude and learning effectiveness as far as the first-year and the second-year students of School ¤þ®Õ are concerned. ¥|¡BFrom the correlation between the learning attitude (consisting of five sub- categories: learning habit, learning process, learning desire, learning method, and test preparation) and the learning effectiveness of the first-year and second-year students of the three schools, it has been found: ¡]1¡^ As far as the correlations between their learning effectiveness and their learning desire and between their learning effectiveness and their learning method are concerned, there existed a significant difference between the first-year and the second-year students. Because both learning desire and learning method are related to textbooks, the updated-version textbooks had a significant impact on the learning effectiveness of the first-year students of School ¥Ò®Õ. ¡]2¡^ On the average, there existed a significant correlation between the learning effectiveness of the second-year students of School¥Ò®Õ , School ¤A®Õ, and School ¤þ®Õ and each of the five sub-categories of learning attitude (learning habit, learning process, learning desire, learning method, test preparation). Their performance on each sub-category of learning attitude is more or less related to textbooks. Therefore, there existed a significant correlation between the updated-version textbooks and each of the five sub-categories of learning attitude. ¡]1¡^ The correlation between learning effectiveness and learning method presented by the first-year students of School ¥Ò®Õ and School ¤þ®Õ (especially School ¥Ò®Õ) is more significant than that presented by their second-year counterparts. ¡]4¡^ The correlation between learning effectiveness and test preparation presented by the first-year students of School ¥Ò®Õ, School ¤A®Õand School ¤þ®Õ is more significant than that presented by their second-year counterparts.

The mobile application (App) industry has grown tremendously over the past five years, primarily fueled by small App development businesses. Lacking advertising budgets, these relatively unknown, small businesses often offer free versions of their paid Apps to reduce customer uncertainty about App quality and get noticed in the crowded App industry. In this research I investigate the implications of offering free versions on the adoption speed of paid Apps by building on the existing marketing and information systems literature on sampling and versioning. Using a unique dataset of 2.82 million observations from 4,180 Apps and accounting for endogeneity, I find that while the strategy of offering free versions of paid Apps is popular, it impacts the adoption speed of paid Apps negatively. I also find that the presence of free versions has a larger negative impact on the adoption speed of Apps bought for fun and pleasure (hedonic Apps) and in the later life stages of paid Apps. I expect that the results of my study will enable App developers to make informed decisions about offering free versions of paid Apps and prompt academicians to produce more work focusing on this industry. / text

Access to abstract restricted until 07/2016. / Eco-typology and the tree of life in Milton's Paradise lost -- The Matthew Bible, eco-typology and the tree of life in Milton's Eden -- The Geneva Bible, eco-typology and the fruit of the living word in Paradise lost -- Speed's 'Genealogies', the King James Bible and the seed of grace in the later books of Paradise lost. / Department of English

This thesis examines the impact of the English Bible upon the people and parishes of Norfolk, Suffolk and Essex between 1525 and 1560. It examines two major themes of this impact: firstly, the level of success of the installation of the Great Bible in the parish churches; secondly, the effects of the publication and open reading of the scriptures in the vernacular upon the laity of East Anglia. The first theme explains the reasons for the order to install English scripture in the churches, and the information on the success of this installation provided by prosecution records and churchwardens' accounts. It then introduces an obscure document set, the church-plate certificates produced during the reign of Edward VI, and using these examines the level of installation of the Bible and of the religious injunctions of 1547. The results of the study of the church-plate certificates and churchwardens' accounts are compared with a number of factors, including parish wealth, proximity to towns and agricultural patterns, to determine which types of parishes were more likely to comply. The second theme examines the various responses of laypersons to the appearance of the English Bible in East Anglia. Although much of this section has been derived from records of prosecution, it also studies the effects of the English Bible on diverse events such as Kett's Rebellion of 1549, popular printing in Ipswich and the production of educational primers. This section also looks at the level of scriptural knowledge of laypersons ranging from that of Robert Reynys, a churchreeve of Acle, of the 1430's, to that of the prosecuted Marian Protestants during the 1550's.

This thesis is an investigation of talk in a therapeutic setting. It takes discursive psychology as the main influence theoretically, and also draws on the rigorous analytical techniques of conversation analysis (CA). The data was collected in various family therapy settings in the U.K., both residential and non-residential videotapes made during those sessions These recordings were made by therapists for their own use initially, and were not produced especially for this project. Videotapes were transcribed according to standard CA conventions, and subsequently analysed. One of the primary research questions has been to examine empirically mental state language as used in the therapeutic setting. Secondly, it has been to examine accounting practices and the production of versions of events as 'fact'. Thirdly, the aim has been to consider the practical implications of asymmetry as a participants' concern. As a unifying and over-arching analytic interest the use of reported speech in each of these other aspects has been investigated to assess its role in their production. The conclusions of the thesis demonstrate that participants themselves orient to one another's minds as accessible and reportable entities, and that speech is treated as reflective of inner thought. Furthermore, where speech is reported in the therapeutic setting, it is frequently used to validate and to evidence claims about other people's 'psyche'.